the lived experiences of grade 11 learners considered academically gifted

196 Pages·2013·3.85 MB·English

by  Connie Park

THE LIVED EXPERIENCES OF
GRADE 11 LEARNERS
CONSIDERED ACADEMICALLY GIFTED

by

Erika Henrihet Rabie

Thesis presented in partial fulfilment of the requirements

for the degree of

Master of Education in Educational Psychology (MEdPsych)

in the Faculty of Education

at

Stellenbosch University

Supervisor: Dr Marietjie M. Oswald

December 2013
DECLARATION
By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own,
original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that
reproduction and publication thereof by Stellenbosch University will not infringe any third party rights and
that I have not previously in its entirety or in part submitted it for obtaining any qualification.

Date: 22 November 2013

Copyright © 2013 Stellenbosch University
All rights reserved

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ABSTRACT
Gifted children represent an important component of a nation's intellectual capital, with the resources to find
innovative solutions to scientific and social challenges. Since the advent of democracy in South Africa in
1994, limited attention has been paid to gifted education as a research focus. To ensure quality education for
all learners, current educational policy supports inclusive education. However, there is a gap between the
policies which have been developed and their implementation at grassroots level in the school and
classroom. In particular, several recent South African studies on gifted education suggest that gifted learners
are at the end of the queue for educational provision.
In this qualitative and collective instrumental case study, framed within an interpretive paradigm, I set out to
explore the lived experiences of academically gifted Grade 11 learners. I wanted to gain an insight into how
it felt to be gifted, and how their experiences played out in the various systems in their respective contexts. A
further aim was to assess their specific academic support needs, in order to make a contribution to designing
quality education for this particular group.
The expression of giftedness is viewed as dependent on the interactions of the child with his or her
environment, so Bronfenbrenner's bio-ecological model was taken as the theoretical framework for the study.
I chose a descriptive multiple case study design, using purposive sampling to select six participants, three
from each of two schools in sharply contrasting socio-economic backgrounds in a large rural town. I used
three methods of data collection, semi-structured individual interviews, a semi-structured focus group
interview, and collages. Qualitative content analysis was used for both phases of data analysis, withinc-ase
analysis and cross-case analysis.
The findings showed that gifted learners from both affluent and disadvantaged backgrounds faced similar
challenges in developing their potential. They often felt neglected and academically under-stimulated. They
identified specific deficiencies in both their schools and communities which needed to be addressed to
ensure optimal learning opportunities. Despite the similarity of their experiences, the learners from the
school in the disadvantaged community had to combat greater challenges than those from an affluent
background.
Key words: Inclusive education, giftedness, gifted education, academically gifted, Bronfenbrenner's bio-
ecological model, Grade 11 learners

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OPSOMMING
Begaafde kinders verteenwoordig 'n baie belankrike komponent van 'n nasie se intellektuele kapitaal. Hulle
beskik oor innerlike bronne om innoverende oplossings vir wetenskaplike asook sosiale uitdagings te bied.
Vanaf die aanvang van demokrasie in 1994 in Suid-Afrika, is beperkte aandag aan begaafdekindonderwys as
navorsingsfokus gegee. Die huidige onderwysbeleid ondersteun inklusiewe onderwys om sodoende kwaliteit
onderrig aan alle leerders te verseker. Daar blyk egter 'n gaping te wees tussen beleidsontwikkeling en die
inplementering daarvan op grondvlak, in skole en klaskamers. Verskeie onlangse Suid-Afrikaanse studies
oor begaafdekindonderwys dui in die besonder daarop dat begaafde leerders agter in die ry staan as dit kom
by voldoende onderwysvoorsiening.
In hierdie kwalitatiewe, kollektiewe en instrumentele gevallestudie, ingebed binne die raamwerk van 'n
interpretatiewe paradigma, het ek my beywer om die beleefde ervaringe van akademies begaafde Graad 11
leerders te ondersoek. Ek wou insig bekom oor hoe hulle, hulle eie begaafdheid ervaar, asook hoe dit uitspeel
in die verskillende sisteme binne hulle onderskeie kontekste. 'n Verdere doelwit van hierdie studie was ook
om spesifiek hulle akademiese ondersteuningsbehoeftes te evalueer ten einde sodoende 'n bydrae te lewer ten
opsigte van die ontwerp van kwaliteit onderrig vir hierdie spesifieke groep.
Die interaksies tussen die kind en sy of haar omgewing speel 'n belangrike rol in die uitdrukking van
begaafdheid. Om hierdie rede is Bronfenbrenner se bio-ekologiese model as teoretiese raamwerk vir hierdie
studie aangewend. Ek het 'n beskrywende, veelvuldige gevallestudie-ontwerp gekies en doelmatigheid-
steekproefneming aangewend om die ses deelnemers, drie van twee skole in sterk kontrasterende sosio-
ekonomiese agtergronde in 'n groot plattelandse dorp, te selekteer. Ek het drie metodes, naamlik semi-
gestruktureerde individuele onderhoude, 'n semi-gestruktureerde fokusgroep-onderhoud asook collages,
ingespan om data in te samel. Kwalitatiewe inhoudsanalise is gebruik vir beide data-analisefases, naamlik
binne-geval-analise en kruis-geval-analise.
Die bevindinge het getoon dat begaafde leerders van beide welvarende en benadeelde agtergronde
soortgelyke uitdagings ten opsigte van die ontwikkeling van hul potensiaal in die gesig staar. Hulle het
dikwels verwaarloos en akademies onder-gestimuleer, gevoel. Hulle het spesifieke leemtes in beide hulle
skole en gemeenskappe geïdentifiseer wat aangespreek moet word om optimale leergeleenthede te verseker.
Ten spyte van die ooreenkomste in hul ervarings, moes die leerders van die skool in die agtergeblewe
gemeenskap groter uitdagings die hoof bied as die leerders van die meer gegoede agtergrond.
Sleutelwoorde: Inklusiewe onderwys, begaafdheid, begaafdekindonderwys, akademiese begaafdheid,
Bronfenbrenner se bio-ekologiese model, Graad 11-leerders

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DEDICATION
To all those 'un-explored' hidden treasures –
the Van Goghs, Einsteins, Fonteyns and Mandelas
in our midst

It is through your brilliancy, uniqueness and sensitivity
that you touch those who are meant to be touched
by your gifts of mind and spirit

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ACKNOWLEDGEMENTS
There are many to whom I am deeply grateful for the support and assistance I received during my research
and the writing of this thesis. I wish to express my sincere appreciation and heartfelt gratitude to:
First and foremost, the Almighty Heavenly Father and Ever-Powerful One, who has graced me with
energy, passion and enthusiasm every step of the way and the ability to accomplish this momentous task.
The two schools and all the informants and their parents who made this study possible. You touched me
deeply through willingly and authentically sharing your narratives. You have enriched my being.
My supervisor, Dr Marietjie Oswald, for your professional manner, superb guidance, encouragement and
willingness to share your expertise, as well as your generosity with your time in expediting this journey.
Sarie Wilbers, for always being willing and available in assisting me with my article searches. Your help is
much appreciated.
Amanda Niemand, for taking care of the mammoth task of transcribing the text. You have become a friend
indeed.
Francois Tredoux, for diligently assisting me in translating the transcribed texts. I could not have kept my
deadlines without you.
John Kench, for your generosity, kindness and excellence in language editing.
Connie Park, for helping me with the technical editing of my text.
My husband, Robert, for your love, limitless generosity, patience and encouragement, as well as all the
sacrifices you have made to see me succeed in my dream.
My children, Shaneé, Clarissa-Marí and Christiaan, for your love, encouragement and faith in me and for
never allowing me to give up.
My parents, Anne and Wessel, for understanding my absence and for having diligently prayed for me.
My dearest friend in 'combat', Louise Fischer, for all the nights and weekends of dedication and
commitment we shared side by side. Without your understanding and support on this journey, I would not
have seen it to the end.
My housekeeper, Christine, and my friends, Marina and Linda, who checked in regularly to encourage,
motivate and support me with their unconditional prayers and love.
Finally, man's most faithful companions, my pets, who surrounded me daily with their presence, awaiting
the end result and keeping me company.

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TABLE OF CONTENTS
Declaration .......................................................................................................................................................... i
Abstract ............................................................................................................................................................. ii
Opsomming ....................................................................................................................................................... iii
Dedication ......................................................................................................................................................... iv
Acknowledgements ............................................................................................................................................. v
Table of contents ................................................................................................................................................ vi
Abbreviation list ............................................................................................................................................... xii
CHAPTER ONE
INTRODUCTION .............................................................................................................................. 1
1.1 CONTEXTUALIZATION AND RATIONALE OF THE RESEARCH STUDY ........................... 1
1.2 MOTIVATION ................................................................................................................................. 4
1.3 PROBLEM STATEMENT............................................................................................................... 5
1.4 RESEARCH AIM ............................................................................................................................ 6
1.5 RESEARCH QUESTIONS .............................................................................................................. 6
1.6 RESEARCH PROCESS ................................................................................................................... 6
1.6.1 Paradigm ........................................................................................................................................... 7
1.6.2 Theoretical framework ..................................................................................................................... 7
1.6.3 Research design ................................................................................................................................ 8
1.6.4 Methodology ................................................................................................................................... 10
1.6.4.1 Literature study .............................................................................................................................. 11
1.6.4.2 Data collection ............................................................................................................................... 11
1.6.5 Data analysis ................................................................................................................................... 12
1.7 ETHICAL ISSUES/CONSIDERATIONS ..................................................................................... 12
1.8 CONCEPTUAL ANALYSIS ......................................................................................................... 13
1.8.1 Further Education and Training (FET) band .................................................................................. 13
1.8.2 Lived experiences ........................................................................................................................... 13
1.8.3 Giftedness ....................................................................................................................................... 13
1.9 PRESENTATION OF THE STUDY ............................................................................................. 14
1.10 CONCLUSION .............................................................................................................................. 14
CHAPTER TWO
REALIZING ACADEMICALLY GIFTED POTENTIAL ......................................................... 16
2.1. INTRODUCTION .......................................................................................................................... 16
2.2 DEFINING GIFTEDNESS ............................................................................................................ 16
2.3 IDENTIFICATION OF GIFTED INDIVIDUALS ........................................................................ 23
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2.4 CULTURAL INFLUENCES ON GIFTEDNESS .......................................................................... 25
2.5 VIEWING GIFTEDNESS THROUGH A BIO-ECOLOGICAL LENS ........................................ 27
2.5.1 Bronfenbrenner's Bio-Ecological Model ........................................................................................ 27
2.5.1.1 Proximal processes ......................................................................................................................... 29
2.5.1.2 Person ............................................................................................................................................. 29
2.5.1.3 Context ............................................................................................................................................ 30
2.5.1.4 Time/Chronos ................................................................................................................................. 31
2.6 THE BIO-ECOLOGICAL LEVELS .............................................................................................. 32
2.6.1 Chronos-level ................................................................................................................................. 32
2.6.2 Macro-level ..................................................................................................................................... 33
2.6.2.1 The international arena .................................................................................................................. 33
2.6.2.2 The national arena ......................................................................................................................... 38
2.6.2.3 Current research in South Africa ................................................................................................... 44
2.6.3 Exo-level (Distal processes) ........................................................................................................... 46
2.6.4 Meso-level ...................................................................................................................................... 47
2.6.5 Micro-level ..................................................................................................................................... 48
2.6.5.1 Proximal processes: Inter-personal level ....................................................................................... 49
2.6.5.2 Intra-personal level ........................................................................................................................ 57
2.7 CONCLUSION .............................................................................................................................. 63
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY ......................................................................... 64
3.1 INTRODUCTION .......................................................................................................................... 64
3.2 RESEARCH PARADIGM AND EXPOSITION ........................................................................... 64
3.3 RESEARCH DESIGN .................................................................................................................... 66
3.4 RESEARCH METHODOLOGY ................................................................................................... 67
3.4.1 Introduction .................................................................................................................................... 67
3.4.2 Qualitative research ........................................................................................................................ 67
3.5 THE RESEARCH SETTING ......................................................................................................... 68
3.6 SELECTION OF PARTICIPANTS ............................................................................................... 69
3.7 DATA COLLECTION METHODS ............................................................................................... 71
3.7.1 Interviews ....................................................................................................................................... 71
3.7.1.1 Semi-structured individual interview .............................................................................................. 71
3.7.1.2 Focus group interview .................................................................................................................... 72
3.7.2 Collages .......................................................................................................................................... 73
3.8 DATA ANALYSIS ........................................................................................................................ 74
3.9 DATA VERIFICATION ................................................................................................................ 75
3.9.1 Trustworthiness or credibility ......................................................................................................... 76
3.9.1.1 Triangulation .................................................................................................................................. 76
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3.9.1.2 Member checking ............................................................................................................................ 76
3.9.1.3 Peer examination ............................................................................................................................ 77
3.9.2 Reliability or dependability ............................................................................................................ 77
3.9.2.1 Audit trail ........................................................................................................................................ 77
3.9.3 Confirmability of the research process and findings ...................................................................... 78
3.9.4 Generalizability or transferability ................................................................................................... 78
3.10 ETHICAL CONSIDERATIONS ................................................................................................... 78
3.10.1 Autonomy and respect for the dignity of persons ........................................................................... 79
3.10.2 Informed written consent ................................................................................................................ 79
3.10.3 Confidentiality and right to privacy ................................................................................................ 80
3.10.4 Voluntary nature of the study ......................................................................................................... 80
3.10.5 Non-maleficence ............................................................................................................................. 80
3.10.6 Beneficence .................................................................................................................................... 80
3.10.7 Justice ............................................................................................................................................. 80
3.10.8 Fair selection of participants........................................................................................................... 80
3.10.9 Favourable risk/benefit ratio ........................................................................................................... 81
3.10.10 Scientific validity ............................................................................................................................ 81
3.10.11 Independent ethical review ............................................................................................................. 81
3.10.12 On-going respect for participants and study communities ............................................................. 81
3.11 CONCLUSION .............................................................................................................................. 81
CHAPTER FOUR
RESEARCH FINDINGS AND DISCUSSION .............................................................................. 83
4.1 INTRODUCTORY DISCUSSION ................................................................................................ 83
4.2 EXPOSITION OF WITHIN-CASE DATA ................................................................................... 84
4.2.1 Case presentations .......................................................................................................................... 85
4.2.1.1 Participant A: Timothy ................................................................................................................... 85
4.2.1.2 Participant B: Natasha ................................................................................................................... 90
4.2.1.3 Participant C: Queen...................................................................................................................... 94
4.2.1.4 Participant D: Jan van Niekerk ...................................................................................................... 98
4.2.1.5 Participant E: Jani De Klerk ........................................................................................................ 103
4.2.1.6 Participant F: Koos ...................................................................................................................... 109
4.3 RESEARCH FINDINGS/EXPOSITION OF CROSS-CASE DATA .......................................... 112
4.3.1 Understanding of giftedness ......................................................................................................... 112
4.3.2 Support factors for academic success ........................................................................................... 113
4.3.2.1 Inner world ................................................................................................................................... 113
4.3.2.2 Outer world .................................................................................................................................. 114
4.3.3 Unique support needs ................................................................................................................... 118
4.3.3.1 Self ................................................................................................................................................ 118
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4.3.3.2 Family ........................................................................................................................................... 120
4.3.3.3 Peers ............................................................................................................................................. 121
4.3.3.4 Community .................................................................................................................................... 122
4.3.4 Provision within the current inclusive education system ............................................................. 123
4.3.4.1 Curriculum ................................................................................................................................... 123
4.3.4.2 Teacher ......................................................................................................................................... 125
4.3.4.3 School facilities ............................................................................................................................ 127
4.4 CONCLUSION .......................................................................................................................... 1..30
CHAPTER FIVE
CONCLUDING REMARKS, RECOMMENDATIONS, LIMITATIONS
AND STRENGTHS...................................................................................................................... .1.31
5.1 INTRODUCTION ...................................................................................................................... 1..31
5.2 CONCLUDING DISCUSSION ON FINDINGS ....................................................................... .1.31
5.3 RECOMMENDATIONS.............................................................................................................. 135
5.3.1 New initiatives and policy change ................................................................................................ 135
5.3.2 Community contributions ............................................................................................................. 136
5.3.3 A school environment conducive to realizing gifted potential ..................................................... 137
5.4 LIMITATIONS OF THE STUDY ............................................................................................... 140
5.5 STRENGTHS OF THE STUDY .................................................................................................. 141
5.6 THE RELEVANCE OF THE STUDY ........................................................................................ 142
5.7 FURTHER POSSIBLE RESEARCH RECOMMENDATIONS ................................................. 142
5.8 CONCLUDING REFLECTIONS ................................................................................................ 145
REFERENCES ............................................................................................................................. .1.46

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